TESL reporter

292

IM

33
1996 pp
ap 21
2133

21

vocabulary and the ESLEFL

curriculum
michael lessard clouston
gakuin university japan
kwanyei
kwansei gaduin

introduction
112
2 education this
using the literature of curriculum studies and second language 12
article discusses the fundamental role of vocabulary within the 12 curriculum in doing
so certain aspects of curriculum will first be outlined and then the 12 curriculum will be
considered in light of the field of curriculum studies next 1I will argue the central place
of english vocabulary within the english as a second and foreign language ESLEFL
curriculum finally some of the educational implications of this reality will be noted by
arm
are encouraged to reflect on and
arc
suggesting topics and questions that ESLEFL educators amm

act upon in their own pedagogy and classroom research

what is curriculum
in the educational literature curriculum is viewed in both a narrow sense and a
broader one as jackson 1992a makes clear tyler 1975 for example declares that the
term is used both as an outline of a course of study and to refer to everything that
transpires in the planning teaching and learning in an educational institution writing
in a major curriculum journal egan 1978 noted that curriculum specifically centers on
two essential questions in educational practice what is taught and how it is taught
beyond this point however curriculum is the study of any and all educational
phenomena it may draw on any external discipline for methodological help but does not
allow the methodology to determine inquiry egan 1978 p 71

curriculum handbooks like jacksons 1992b reveal that writers in the field of
curriculum studies use both narrow and broader conceptions of curriculum in order to
produce knowledge which is relevant to their respective areas of specialization beyond
these perspectives curriculum specialists in various disciplines have found Sch
schwabs
wabs
schlabs
1960 four curricular commonplaces particularly valuable in conceptualizing curriculum
in their fields these commonplaces are the subject context learning and teaching
whatever ones specific area curriculum within a specialized discipline involves these
essential aspects Clandinin
clandinin
clindinin and connelly 1992 have expanded our current
understanding of curriculum by declaring that they have two views of curriculum one
as a course of study and the other a course of life they have distinguished what one

TESL reporter

22

both in and
usually experiences in school the former and what one experiences in life
out of school the latter in this view there is an obvious interaction between the two
with what one leams
learns in life affecting what one experiences in school and vice versa
curriculum as both a course of study and a course of life leads to an understanding of a
Clan dinin and connelly 1992 p 365
clandinin
out cian
clindinin
curriculum which teachers and students live oufclandinin
ibis view is also important in considering the 12 curriculum
this

12 curriculum
turning now to the 12 curriculum it is important to state as nunan 1988 does that
until recently there has been a comparative neglect of curriculum theorizing in relation to
ese
ESU p 15 he believes that this is because
ESL

language learning has been seen as a linguistic rather than an

educational matter and there has been a tendency to overlook research
and development as well as planning processes related to general
educational principles in favour of linguistic principles and in recent
years second language acquisition research nunan 1988 p 15

such influences from linguistics have been reflected in work on 12 curriculum see
yalden 1987 and trends in 12 pedagogy as with the direct audiolingual
audio lingual and
communicative language teaching methods despite a general lack of attention to
curriculum studies some authors within 12 education have nonetheless incorporated
general curriculum principles

one such author is stem 1983

whose work presents a general model for 12

teaching the influence of curriculum studies is evident at each of the three levels of
stems interactive model level one recognizes the disposition towards linguistics noted
earlier by describing linguistics sociolinguistics and psycholinguistics and related fields
of anthropology sociology and psychology as foundations along with educational
theory and the history of language teaching
schwabs
wabs four
level two reflects Sch
schlabs
commonplaces in the interlevel
inter level by centering on educational linguistics and four essential
aspects of 12 pedagogy the target language Sch
schwabs
wabs subject or content context
schlabs
learning and teaching
level three practice is devoted to methodology and
pp 4550
45 50
organization in 12 pedagogy stem 1983 ap
in one sense level three also
described in stem 1992 focuses on egans question of how we teach while levels one
and two focus on what we teach although there is obvious overlap

other writers in 12 and ESLEFL education have also been influenced by the larger
field of curriculum studies stating that the current need is for language curriculum
designers to look beyond linguistics to the general field of educational research and theory

lessard clouston vocabulary

23

Sten houses 1975 work

for assistance nunan 1988 p 20 builds on tyler 1949 and stenhouses
to develop his learner centered curriculum combining both the product oriented model of
and process oriented approach to curriculum nunan stresses that language learning is
both process and product oriented similarly johnson 1989a includes both process and
product in his 12 curriculum framework which is expanded on by others in johnson
1989b richards 1990 is also influenced by stenhouse 1975 and without referring to
schwab he emphasizes the four curricular commonplaces in his language teaching matrix

to return to the conceptions of curriculum outlined earlier

within the 12 specialized

field curriculum also often refers in its narrow sense to a gramme
programma
programme
pro
of study in its
broader sense
the curriculum of a language course becomes virtually synonymous
with language pedagogy and can be defined as a comprehensive
ses into a
organises
organi
explicit or implicit plan of language teaching which organisms
more or less coherent whole the goals content strategies techniques
and materials as well as the timing sequential arrangements social
programma or of
programme
organisation and evaluative procedures of a course or pro
organization
gramme
stern 1992 p 20
programmes
pro
a set of courses or grammes
programmed stem

while this definition echoes tylers

eylers broad one above stem 1992 p 20 notes that in the
is not accepted universally
12 field this comprehensive interpretation of curriculum

me
the ambiguity of the larger field of curriculum

studies is also evident within the 12

field some writers prefer a narrow perspective while others such as breen 1984 and
candlin 1984 use a broad definition for example they note the spontaneous nature of
curriculum as it is negotiated between the teacher and learners in a given context such a
Clan
view echoes clandinin
nellys 1992 course of life perspective when we view
dinin and connellys
Con
clindinin
connellis
stern but explicitly add that it is negotiated in the classroom we
curriculum as defined by stem
recognize that both teachers and learners bring what they experience in their course of
life into their 12 course of study
particularly with ESL and EFL education ones
experience in life outside is connected to the learning that takes place within the
classroom with this holistic view a persons experience is connected with his or her
learning in various environments we will see that
mls understanding is essential to ESL
mis
mat this
and EFL learning and teaching due to the central place of vocabulary within the
curriculum

vocabulary and the ESLEFL curriculum

programmes
when one reviews many ESL and EFL pro
grammes
programmed or individual course outlines and
peruses their curriculum materials it becomes evident that ESLEFL teaching and learning

TESL reporter

24

is often divided along the lines of the four major skills listening speaking reading and
writing although sometimes culture a fifth dimension damen 1987 is added despite
its importance within the ESLEFL curriculum vocabulary is seldom explicitly
programme
pro
mentioned yet is always present A glance at a programma
gramme or its materials will not
necessarily reveal this reality however nor will much of the literature on vocabulary
learning and teaching

mccarthy 1990 begins his vocabulary book by stating that it is the experience of
most language teachers that the single biggest component of any language course is
vocabulary p viii whatever skill one is teaching in ESLEFL education vocabulary
whai we teach equally important
whal
represents a major part of ones course content egans what
khal
is the fact that in ESLEFL contexts where english is the medium of instruction english
means by which we teach and students learn egans how we teach
vocabulary is also the wans
however vocabulary has only recently begun to attain greater stature in the ESL and EFL
learning and teaching literature a fact which is reflected in the appearance of various
pedagogical works on the sub
subject
act such as carter and mccarthy 1988 morgan and
ect
1992
19901992
rinvolucri 1986 nation 1994 and taylor 1990
in a survey article on 12 vocabulary maiguashca 1993 declares that even in the
recent communicative approach vocabulary continued to play a marginal or ancillary
role p 84 she then summarizes why

me
the

underlying assumption was that words and their meanings did

not need to be taught explicitly since it was claimed learners will pick
up
vocabulary indirectly while engaged in grammatical or
communicative activities or while reading in short lexical learning was
seen as taking place automatically or unconsciously as a cumulative byproduct of other linguistic learning maiguashca 1993 p 84
As a result of this thinking vocabulary has been referred to as the poor relation of 12
teaching carter 1987

in her article maiguashca 1993 goes on to declare that the study of vocabulary is
perhaps the fastest growing area of second language education in terms of research output
and publications p 85 while this appears to be true she then mistakenly from my
perspective suggests that vocabulary has therefore become the guest of honor of
maiguasbca appears to have missed two important points
language teaching in essence maiguashca
that I1 believe must be addressed within 12 education generally and the ESLIEFL
ESLEFL
curriculum in particular

lessard clouston vocabulary

25

first while it is true that publications reveal greater research interest in vocabulary
Bejoint 1992 hatch and brown
within applied linguistics see for example amaud
arnaud and bejoint
1995 huckin haynes and coady 1993 meara 1992 and schreuder and weltens 1993
both observation studies and curriculum materials suggest that it is inappropriate to equate
such academic and research interest with a greater focus on vocabulary in the 12

classroom or curriculum for example one french immersion classroom observation

study reported this important finding

we conclude that vocabulary teaching in the immersion classes

occupied a rather narrow place in the overall teaching plan and that it
mainly involved meaning interpretation with little attention to other
hanney and cummins
harney
aspects of vocabulary knowledge allen
allen swain harley
alien
alien
ailen
1990 p 64

ibis perspective is reiterated in other research on french as a second language FSL

this
leaming which also incorporated classroom observation sanaoui
students vocabulary learning
Sana oui
1992 many english language educators would argue that the same situation generally
exists in most ESLEFL pedagogy where meaning interpretation through synonymy is
perhaps most common

beyond observation studies however an examination of many current commonly

ESL and EFL texts reveals little systematic focus on english vocabulary learning and
used
usedesl
development within them although some progress must be conceded in a few recent texts
this anecdotal and observational evidence points to vocabulary as a neglected aspect of
the ESLEFL curriculum although one major exception is willis 1990 lexical syllabus
lewiss 1993 lexical approach should also be noted though no observation studies on
this methodology in ESLEFL
ESLIEFL have appeared to date perhaps after lewis in press
appears there will be more opportunity for such research
second maiguashca 1993 underestimates the importance of vocabulary in 12
pedagogy if she believes that the image of guese
guest is at all appropriate even to describe
progress in the field vocabulary
words phrases idioms etc
is at the heart of all
language usage in the skill areas of listening speaking reading and writing as well as
culture luo 1992
furthermore three minimal and widely recognized aspects of 12
lexical knowledge are form meaning and use while vocabulary might at first glance
easily be equated with meaning it is also inherent in form spelling reading etc and
use register idioms written v s oral language etc
Vocabular
vocabularys
ys role in ESLEFL and
12 pedagogy is therefore much more than that of a simple although perhaps often
honored guest
the following quotation from mccarthy 1990 puts it this way no
matter how well the student leams
learns grammar no matter how successfully the sounds of 12

26

TESL reporter

are mastered without words to express a wide range of meanings communication in an

12 just cannot happen in any meaningful way p viii
As noted above vocabulary is both a major part of what and how we teach in
programma
programme
pro
components and materials therefore english
ESLEFL pedagogy beyond gramme
vocabulary is at the centre of the ESLEFL curriculum in summary vocabulary remains
a neglected aspect of the ESLEFL curriculum despite its central place within language
learning and teaching and significant vocabulary research activity in the 12 field we turn
therefore to some educational implications of this reality for ESLEFL educators

suggestions for ESLEFL pedagogy and research

in light of the discussion on curriculum above and the recent focus on reflective
teaching and teacher research in 12 education edge and richards 1993 freeman and
richards 1996 richards and lockhart 1994 this section will offer questions and
suggestions concerning the role of vocabulary in ESLEFL pedagogy and classroom
research
pedagogy
As mccarthy 1990 states
vocabulary often seems to be the least systematized
and the least well catered for of all the aspects of learning a second or foreign language
p viii
in terms of ESLEFL pedagogy then one major implication of the argument
above is that both curriculum and instruction need to incorporate english vocabulary more
systematically beyond meaning identification ESLEFL educators need to address
what it means to know and use vocabulary in a broader way including those aspects
29 49 see also schmitt 1995 resources now exist to
pp 2949
summarized by nation 1990 ap
help teachers address these areas yet until materials include such aspects of vocabulary

ESLEFL teacher training must incorporate appropriate methods

knowledge and learning ESUEFL
for teachers to do so in order to supplement current texts and other materials
in practical terms ESLEFL teachers might begin to address vocabulary teaching
more systematically in their classes by seriously asking and reflecting on egans 1978
two curricular questions for each class what is the vocabulary 1I will should or need to
more specifically
teach in this lesson and how might that best be accomplished
Sch
schwabs
wabs curricular commonplaces suggest four further questions what is the vocabulary
schlabs
of the topic situation or function at hand how can it or is it usually used in various
contexts how do native english speakers and ESLEFL students often leam
learn it and is this
information helpful for these learners how might 1I best teach such vocabulary in this
course when ESLEFL
ESUEFL educators answer these questions and act upon the information
stern 1992 outlined above
they provide we view curriculum in the comprehensive sense stem

lessard clouston vocabulary

and vocabulary should no longer be a simple

27

guest in our ESLEFL classrooms but

rather at the centre of our curriculum

well aware of the

weil
weli
in addressing such issues classroom practitioners will be wen
vocabulary used in their lessons texts and materials and make the most of it As for
pro
programmes
grammes
programmed perhaps vocabulary should become a required or elective course as culture
is in some intensive ESL grammes
programmes
pro
programmed in such a class as well as in general ESLEFL
courses one could concentrate on vocabulary teaching for specific levels of language
proficiency and train
uain learners in vocabulary learning strategies as outlined by cohen
1990 oxford and crookall 1990 and schmitt forthcoming
in both ESL and EFL
EEL
contexts more work needs to be done to help learners acquire vocabulary on their own
both within the classroom in ones course of study and outside it in ones course of life
As nation quoted in schmitt 1995 p 6 has declared
learners can benefit far more
per time spent learning vocabulary strategies than being directly taught low frequency
one example of an instructor challenging students approaches to ESL
words
vocabulary development through vocabulary learning strategies exists in lessard
clouston 1994

in addition ESLEFL texts need to be developed which present and deal with
vocabulary more creatively and which present real life vocabulary usage mccarthy
1996 word lists and translations in texts may be useful meara 1995 but arm
amm
arc insufficient
are
where we are dealing with learners who have a variety of learning styles As sanaouis
Sanaouis
sanaoufs
1995 studies indicated that ones review of vocabulary is important in lexical learning
course materials should review both implicitly and explicitly vocabulary presented
earlier while williss 1990 lexical syllabus does this at earlier stages a particular need
exists for such curricula at advanced levels of english proficiency as well as in english
for academic and specific purposes materials As nunan 1988 noted above 12 learning
involves both process and product ESL and EFL materials need to address this fact by
incorporating both vocabulary items and ways for students to develop and use vocabulary
learning strategies on their own beyond their texts and courses in their course of life

research
turning briefly to research teacher researchers should understand both the narrow
and
nd broader conceptions of curriculum discussed above and consider specific what
vocabulary is being taught in this lesson as well as broader research questions what
incidental vocabulary learning may be taking place here which include and reflect both
Clan
dinin and Con
clandinin
connellys
clindinin
nellys 1992 course of study and course of life perspectives in
connellis
doing so we also need to recognize the centrality of vocabulary in ESLEFL teaching and
learning by maintaining and increasing recent interest in 12 vocabulary research A better
understanding of what it means for students to know a word especially in terms of breadth

TESL reporter

28

and depth of vocabulary knowledge see nagy and herman 1987 wesche and paribakht
forthcoming is needed and we must move beyond models in linguistics and recognize the
individual nature of vocabulary learning and knowledge lessard clouston forthcoming
As maiguashca 1993 has rightly noted much of our understanding in 12 education
a coherent
centers on grammar which amounts to a system of rules and constitutes
and structured whole the same cannot be said however for vocabulary p 91 we
thus need to study both incidental ESL and EFL vocabulary learning and teaching in a
variety of educational contexts ellis 1994

the

observation of vocabulary instruction in different settings for example could

detail what teaching is actually taking place in ESLEFL classrooms descriptive studies
sanaoufs
sanaouis
ouis 1996 FSL study
of the processes of ESL and EFL vocabulary instruction like Sana
would provide a good start it would be wonderful if future studies actually prove
maiguashca 1993 to be right and reveal vocabulary clearly at the centre of the
curriculum furthermore how has vocabulary teaching changed with the new vocabulary
texts including mccarthy and odell 1994 and wellman 1992 and resources now
available for teachers experimental studies involving targeted instructional approaches
especially lewiss 1993 lexical approach and other methods that place systematic focus
on vocabulary could research specific ESLEFL vocabulary teaching techniques and their
effectiveness for various groups of learners in addition what impact does the meaning
interpretation alien
ailen et al 1990 referred to actually have on ESLEFL students
allen
vocabulary acquisition does an oral or written context for lexical learning have the same
effect what is the relationship between vocabulary teaching and ESLEFL reading or
listening comprehension Is teaching students individual vocabulary learning strategies
more effective than using more generalizable ones these and many other questions must
be asked and answered in order for learners and teachers to understand vocabulary
acquisition and use better

with the development and use of technology in ESLEFL education research into
vocabulary learning and teaching must also consider varied means of vocabulary
instruction and acquisition with computer programmes in courses for example the
teacher is no longer necessarily the main source of lexical input in some contexts of 12
education while some work on vocabulary learning and teaching through such means
does exist see green and meara 1995 and kang 1995 for example much more
research needs to be carried out on such educational technologies before a more
comprehensive understanding of vocabulary acquisition and use with such materials is
attained

much LI research has focused on vocabulary size nagy and herman 1987
although there are various estimates willis 1990 asserts that educated native english

lessard clouston vocabulary

29

speakers are likely to have a vocabulary of some 50000 words p 39 in addition they
may have encountered the 88500 distinct word families which appear in printed school
materials in english carroll davies and richman 1971 given these realities research
questions of interest to those who are teaching ESL and EFL students who will pursue
post secondary education in english include 1 what vocabulary is needed by adult
postsecondary
ESLJEFL learners who will do their academic work in english and 2 how might they best
ESLEFL
team the specialized vocabulary of their academic disciplines
keam
since saville troike
learn
1986 and casanave 1992 have demonstrated that vocabulary is crucial to ESL students
academic success these questions also need to be answered in essence vocabulary
ESLEFL course of study
learning and use in academic contexts is where a students ESLIEFL
interacts with and is fundamental to his or her present and future course of life
accordingly the relationship between general and special purposes vocabulary nation
and hwang 1995 is yet another aspect of
12 vocabulary use and acquisition that requires
ofl2
ofle
further study

conclusion
in this article 1I have briefly considered an essential aspect of 12 pedagogy by relating
the central place of english vocabulary in ESLJEFL
ESLEFL learning and teaching to the 12
curriculum suggestions have been made for ESLEFL teachers to consider in their
pedagogy and questions were raised for their classroom research for ESL and EFL
students understanding thoughts
thought and ideas expressed in english vocabulary and putting
their own thoughts and ideas into english with words and expressions is crucial
in oral
and written contexts both within and beyond the ESLEFL classroom it is time for ESL
and EFL teachers and researchers to act on this reality not only by recognizing
vocabular
vocabularys
ys important role in the curriculum but also by giving it a central place in our
teaching materials and research

ments
Acknowledge
acknowledgements

the author

is grateful to sharon lapkin wendy lessard clouston and TRs

reviewers for their helpful comments and suggestions during the evolution of this article

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about the author

gaduin
michael lessard clouston is an assistant professor of english at kwanyei
kwansei gakuin
university in Nishinomiya japan where he teaches EFL listening conversation and
composition his research interests include ESLEFL
ESLIEFL writing culture and 12 pedagogy
disciplinary socialization and vocabulary acquisition